Perceptions of Parents of Young Children with and without Disabilities Attending Inclusive Preschool Programs

Abstract

This study aimed to identify the characteristics of parents of children with and without disabilities whose young children attend an inclusive, early childhood education program that influence their perceptions of inclusion and inclusive preschool programs. Participants included parents of preschool children without disabilities (n=64) and parents of preschool children with disabilities (n=84) attending inclusive preschool programs. Participants completed a 120-question survey examining parental characteristics and the impact they have on parent perceptions regarding inclusion and inclusive preschool programs. In addition, child variables (disability status, type of disability, severity of the disability and disability category) were examined to determine their significance regarding parental perception. Analysis revealed that parents of children with disabilities were less likely to favor an inclusive program that served children with severe disabilities, such as autism and behaviour disorders.

Attitudes of Slovenian parents towards pre-school inclusion

“…This finding is consistent with some past studies (see Dimitrios et al 2008;Elzein 2009;Garrick, Duhaney, and Salend. 2000;Hilbert 2014). Parents of children with SEN are often more personally involved in their child's education and have concerns about their child's progress (Elzein 2009).…”

“…Other studies (Garrick, Duhaney, and Salend. 2000;Hilbert 2014) also indicate that parents believe inclusive settings help children with SEN learn from typically-developing peers and help promote acceptance, which is crucial for social and emotional development and developing independence.…”

Does the Availability of Information Matter for Parents’ Attitude Towards Children with Special Needs?

“…Research shows that parents of children both with and without special needs believe that inclusive programs can have a positive impact on all children (Hilbert, 2014). However, some parents are concerned that in a mixed class of children with and without special needs, those without special needs do not receive sufficient attention from the teacher, learning is slow paced and insufficient resources are available (Rafferty et al, 2001).…”

“…1977), academic progress or behavior (Leyser, 1988). Information about special needs reduces misconceptions about early education inclusion programs (Hilbert, 2014). Parents and schools need to share information and coordinate inclusive education support services (Janus, Kopechanski, Cameron, & Hughes, 2008).…”

Parents' view on the integration of the students with special needs in the mainstream education

“…Parents show diverse feelings from worry, reserve to encouraging the integration programs. Hilbert (2009) compares the attitude towards inclusion between the parents of pre-school children with disabilities and the parents of preschool children without disabilities. It has been shown that parents whose children have no disabilities are supportive and permissive in terms of educating their child beside a disabled one.…”